SPATIAL PATTERNS OF HIGHER EDUCATION IN THE SOVIET UNION

Analysis of spatial patterns of attained educational levels is helpful in understanding the cultural geography of an area, perhaps especially in the Soviet Union, with its many ethnic groups and stated aim of providing equality of education regardless of ethnicity or sex. The proportion of the population that had completed a higher education was mapped at oblast level from 1970 census data. High rates are found in certain urban areas, Estonia and Latvia, Georgia, and certain sparsely populated areas of the Far North, Siberia, and the Far East. There are regional patterns of disparity between male and female rates of completed higher education and between rural and urban rates, despite Soviet attempts to reduce these inequalities. The distribution of Soviet higher educational institutions conforms generally to the distribution of population, although access to higher education opportunities appears to be geographically limited in some regions. (Maps by Joann L. Krupa, George Mason University.)     

HIGHER EDUCATION LEADERSHIP IN STATE LEGISLATURES

The distribution of higher education leadership in state legislatures is examined. It is based on questionnaire and interview information from 285 legislators who exercise influence on education policy in the fifty states, and one-third of whom give special attention to issues of higher education. These higher education leaders differ from education leaders generally in terms of their experience, their location within the legislature, and their effort and relationships. What explains higher education leadership as much as anything else, however, is the nature of the environment in which legislators find themselves. In focusing on eleven states, where higher education is of considerable salience, it is possible to discern how environment combines with other factors to produce such leadership.     

SOME ASPECTS OF THE SPATIAL ORGANIZATION OF HIGHER EDUCATION IN THE USSR

Studies of the geography of higher education have become increasingly common in the Soviet Union in view of two basic issues: (1) what some consider an excessive concentration of educational and research centers in Moscow and Leningrad, and a sparse distribution of such institutions in some other regions of the USSR; (2) the need for relating the specialization of institutions of higher learning to the basic economic activities of the regions in which they are situated. The author develops a number of measures such as indices of localization of undergraduates, graduate students and holders of academic degrees to assess the significance of higher education in various regions of the Soviet Union.     

COMPARATIVE GEOGRAPHY OF HIGHER EDUCATION IN THE UNITED STATES AND THE USSR: AN INITIAL INVESTIGATION

Several aspects of the distribution of institutions of higher education and their graduates are compared for the Soviet Union and the United States. The concentration of institutions and students is found to be greater in the USSR. Differences in regional enrollment rates relative to the location of institutions and students may be partly explained by differences in the curriculum structure of American and Soviet institutions of higher education and the greater degree of local control over higher education in the United States. A direct relationship exists in both countries between the percentage of graduates in a region and percentage urban and per capita income. Regional inequality in the percentage of graduates in urban versus rural areas is much greater in the USSR while regional inequality in the percentage of male and female graduates was only somewhat greater in the United States. Level of urbanization, migration of students and graduates, economic opportunity and economic structure are seen as important factors helping explain regional variation in the distribution of graduates.     

THE CHANGING GEOGRAPHY OF HIGHER MEDICAL EDUCATION IN THE USSR, 1917-1985

During the Soviet period the network of medical schools expanded from one essentially limited to the European part of the country to a widely dispersed system covering the entire territory except for the far north. Analysis of the locational factors of Soviet medical school establishment shows that, like other higher education institutions, these medical schools were located primarily by city population size. Many peripheral regions received schools, despite having only lower-order population centers, and those places where schools were established fared much better in retaining physicians than those where they were not.     

SETTLEMENTS AND CHAMBERED TOMBS IN NEOLITHIC FRANCE

Summary. Chambered tombs of megalithic or dry-stone construction are a leading element in the archaeological record of Neolithic France, but appear to have been associated with only small, insubstantial settlement sites. This point is illustrated by reference to evidence from West-Central France, the Paris Basin, Southern France and Brittany. The tombs seem to have played an important rôle in the articulation of dispersed communities, particularly during periods when new land was being colonised. These findings suggest certain modifications to recent ideas about the origin and functions of the West European chambered tombs.     

RAVENS AND CROWS IN IRON AGE AND ROMAN BRITAIN

The raven and crow skeletons from Danebury are re‐examined, taking into account their taphonomy, their context and the associated finds. Raven and crow burials from other Iron Age and Roman sites are surveyed, again with a discussion of their context and associated finds where these could be ascertained. Taken together, the evidence makes it clear that most if not all were deliberate burials, often at the base of pits. We demonstrate how interpretations of such burials have changed, with zooarchaeologists initially proposing functional explanations and archaeologists readier to accept that the burials were deliberate. We go on to argue that the unique character of ravens and crows, including their tolerance of humans, their scavenging habits, and their voice, led to their playing an important role in Iron Age and Roman rites and beliefs.     

THE HIGHER EDUCATION POLICY RESEARCH AGENDA

Substantial opportunities exist for social scientists, humanists practitioners, and other scholars to contribute to research on higher education policy. Not only is the university or college an interesting study objective itself but also with higher education in the United States and worldwide so immersed in public policy considerations, the relations between academe and government raise many political, economic and other Questions. Some issues currently on the research agenda are listed here. The consequences of higher education policy research are also considered.     

LONG-TERM EXPECTATIONS FOR FINANCING HIGHER EDUCATION

It is an error to base higher education enrollment projections solely on birth statistics of twenty years earlier. Nationwide enrollment may show substantial increases during the present decade, and ultimately very great gains are probable. Federal support will. in the long run come to exceed the contribution of the states. The view of higher education as a private purchase of a consumers1 good, for private gratification and aggrandizement, is slowly changing to the salutary view that higher education is a public service whose benefits accrue chiefly to the whole society. An interlude of emphasis of federal tax-cuting need not necessarily mean that the fifty states will abandon themselves to fiscal austerity for higher education.     

CONCEPTS OF RISK AND SAFETY IN TOXIC SUBSTANCES REGULATION: A COMPARISON OF FRANCE AND THE U.S.

The notions of risk and safety which play a conspicuous role in the regulation of toxic substances have shown a markedly different evolution in France and the United States. American law has moved toward the development of statutory criteria of risk assessment, balancing both the costs and benefits of regulation, while the French legislator has consistently avoided a substantive elaboration of safety concepts through legal texts. This contrast is documented and its implications for the discretionary authority of regulating agencies discussed. Divergent national patterns are explained with reference to four factors distinguishing the legal and political systems of the two countries.     

论旅游专业"四高"的人才培养理念与运作模式

传统的人才培养理念导致了院校旅游人才培养与业界人才使用的矛盾,从而使旅游院校毕业生呈现出低比例的行业就业率、高比例的行业跳槽率、低比例的行业停留率、低比例的行业发展率等问题和特征,院校、人才、企业相互有不满,矛盾重重.基于此,本文在分析我国目前旅游专业人才供需现状以及旅游专业人才培养模式存在问题的基础上,提出高比例的行业就业率、高行业停留率、高职位就业率、高行业发展率的"四高"人才培养理念及其运作模式.以期能缓解目前旅游人才供需的矛盾,改善旅游专业人才的就业及其发展问题.